The Process of Learning Parental and Sex-Role Identification

Lynn, David B.

doi:10.2307/349546

Cited by 35 publications

(10 citation statements)

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“…With regard to gender role development, social learning perspective links it with a lifelong learning process, which is carried by socialization through social institutions such as family, peers, media, and religion. Furthermore, it is carried out through observation, imitation, and reinforcement mechanism that provide a ground for character building and role formation (Lynn, 1996).…”

Section: Gender Socialization and Gender Stereotypingmentioning

confidence: 99%

Gender Stereotyping in Family

et al. 2015

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Gender stereotyping and gender role development is one of the debatable concerns to sociologists especially those who are interested in sociology of gender. This study attempts to investigate the role of family inculcating gender stereotyping in Pakhtun culture and its impact on gender role development conducted in public-sector universities of Malakand Division, Khyber Pakhtunkhwa province of Pakistan. The data were collected through in-depth interview method using interview guide as a tool of data collection. A sample size of 24 respondents consisting male and female students and teachers (8 samples from each university through purposive sampling technique) was selected from three universities in the region, that is, University of Malakand, University of Swat, and Shaheed Benazir Bhutto University Sharingal (main campus). The collected information has been analyzed qualitatively where primary information has been linked with secondary data for further elaboration and attainment of grounded facts. The study reveals that gender stereotyping and gender role formation are sociocultural and relational constructs, which are developed and inculcated in the institutional network, social interaction, and social relationships especially in family. The study indicated that in family sphere, gender stereotyping and gender role formation are the outcome of gender socialization, differential familial environment, and parents' differential role with children. The study recommends that gender-balanced familial environment, adopting the strategy of gender mainstreaming and positive role of media, can overcome gender stereotyping and reduce its impacts on gender and social role formation.Keywords family, gender stereotyping, gender socialization, differential familial environment, gender role development, sociocultural and institutionalized mechanism Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License

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Section: Gender Socialization and Gender Stereotypingmentioning

confidence: 99%

Gender Stereotyping in Family

et al. 2015

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“…8 That is, young female subjects may have been more anxious than males to please the female tester (who would have been identified with the pro-French orientation of the school). However, one would question why small boys, who have been shown to identify with the female sex role, would also not wish to please the tester (Lynn, 1969;Freeman et al, 1975;Vener and Snyder, 1969).…”

Section: Sex Differences In the Weiland Studymentioning

confidence: 99%

“…7. For a discussion of sex-role identification in children see Lynn (1969), Freeman et aL (1975), and Vener and Snyder (1969). 8.…”

Section: Notesmentioning

confidence: 99%

Sex differences in the development of children’s ethnic and language attitudes

Schneiderman¹

1982

International Journal of the Sociology of Language

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One of the surprising results of a study of the ethnic and language attitudes of bilingual children conducted by the author (Schneiderman, 1975;1976) was that very young boys were shown to be less ethnocentric (i.e., less in-group oriented) than girls of the same age. The responses of the older children in the sample did not vary according to sex; both males and females exhibited in-group preferences.The outcome of the study, which took place among the Franco-Ontarian population of Weiland, Ontario, a town on the Niagara Peninsula, 1 suggests that there are sex differences in the development of children's ethnic and language attitudes. The present paper grew out of an attempt to interpret this finding. This, in turn, has led to a number of speculations on the sex variable in studies of ethnic and language attitudes. Among the topics discussed are sex differences in the attitudes of both children and adults, the relationship between adults' attitudes and those of children, and the relationship of sexrole identification to attitude formation in children. Although the paper ultimately raises more questions than it answers, it suggests a direction for research to further our understanding of how attitude development in children relates to attitude differences between men and women. The Weiland studyThe study which prompted the present article was originally designed to trace the development of ethnic and language attitudes in bilingual children from 3 to 12 years of age. 2 The subjects were all attending French-language nursery or elementary schools in Weiland.After acting as a participant-observer in the schools and in the community, I became interested in the children's language usage. Although French-Canadian children in Weiland are provided with French-language education

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“…Given the remoteness of adult males, the female role is the only "embraceable" (Goffman, 1961) role for young children, and it is not surprising that women are the major objects of attachment and identification for children of both sexes at this stage (Chodorow, 1974;Lynn, 1966;Parsons, 1955;Weitzman, 1975). The problem is that for boys the tendency to want to be with, be like, and share in the activities of mothers implies embracement of a role that is gender-inappropriate.…”

Section: Small Boys As Outsiders In the Private Domainmentioning

confidence: 99%

“…While embracing the female role is unacceptable in small boys, embracing the male role is not yet possible. Thus, what boys can learn at this stage is primarily negative; they learn not so much what they are as what they are not (Chodorow, 1974;Hartley, 1959;Lynn, 1969;Parsons, 1954). In Goffman's (1961) terms, boys announce gender-appropriate identification at this point in life primarily through expressions of "role distance."…”

Section: Small Boys As Outsiders In the Private Domainmentioning

confidence: 99%

Sex Stratification and Male Biography: From Deprivation to Ascendance

Hunt

1980

The Sociological Quarterly

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This essay examines some of the implications of early childhood confinement to the household for the development of male character structure. The argument developed is that assignment to women and the household makes small boys outsiders, who receive less comprehensible and positive forms of socialization than small girls. This deprivation experience contributes to the competitiveness and assertiveness of the male response to more favored treatment during the school years, leading to their eventual ascendance. In contrast females' greater centrality and more supportive treatment in early childhood may contribute to "passive" acceptance of male ascendance.

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The Process of Learning Parental and Sex-Role Identification

Cited by 35 publications

References 0 publications

Gender Stereotyping in Family

Gender Stereotyping in Family

Sex differences in the development of children’s ethnic and language attitudes

Sex Stratification and Male Biography: From Deprivation to Ascendance

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